Remote English teaching-learning experiences in the teaching degree in English during the covid-19 pandemic: digital multiliteracies and intersectionality

• Autor(a) principal: Silva Bezerra, Fábio Alexandre
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ilha do Desterro
• Texto Completo: https://periodicos.ufsc.br/index.php/desterro/article/view/80004

The COVID-19 pandemic has further highlighted the relevance of the use of digital resources, now especially for remote study and/or work in the context of social isolation. This paper discusses the remote teaching-learning of English as L2 in the teaching degree in English at XXXX, highlighting essential linguistic and thematic issues for teacher education. Emphasizing active methodologies (MORAN, 2018) for content-based instruction (GRABE; STOLLER, 1997; STRYKER; LEAVER, 1997) to approach multiliteracies (COPE; KALANTZIS, 2015), emergency remote education (HODGES et al., 2020) and intersectionality (AKOTIRENE, 2019; COLLINS; BILGE, 2016), the experience reported here highlights the importance of student proactivity, teacher flexibility, the choice of the themes and the adequacy of the core texts for achieving good results.